SOSYAL BİLGİLER DERSİNDE SORGULAYICI-ARAŞTIRMA TABANLI ÖĞRENME MODELİ: BAŞARI VE ÖĞRENMEDE KALICILIĞIN İNCELENMESİ
Küçük Resim Yok
Tarih
2013
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, Sosyal Bilgiler Dersi öğretiminde sorgulayıcı-araştırma tabanlı öğrenme modelinin öğrencilerin akademik başarı ve öğrenmede kalıcılıkları üzerine etkilerini incelemektir. Çalışmada Sosyal Bilgiler Dersinde sorgulayıcı-araştırma tabanlı öğrenme modelinin öğretimi ile öğrencilerin üst düzey düşünme becerilerini kullanmaları, bilgilerini genişletmeleri ve sınıf dışındaki dünyayla zengin bağlantılar kurmaları hedeflenmiştir. Araştırmada ön test ve son test kontrol gruplu yarı deneysel desen kullanılmıştır. Deneysel uygulama, Sosyal Bilgiler Dersi "Üretim, Dağıtım ve Tüketim" öğrenme gerçekleştirilmiştir. Araştırma 2012-2013 eğitim-öğretim yılı bahar yarıyılı döneminde Bayburt İli, Mahmut Kemal Yanbeğ Ortaokulu 5. sınıf öğrencileri ile yürütülmüştür. Beş hafta (15 saat) boyunca "Ürettiklerimiz" ünitesi konuları, deney grubunda Stripling SorgulayıcıAraştırma Tabanlı Öğrenme Modeli'nin aşamalarına uygun olarak geliştirilen etkinlikler; kontrol grubunda ise aynı ünite 5. sınıf Sosyal Bilgiler Dersi Öğretmen Kılavuz Kitabı'ndaki etkinlik ve yöntemlerle işlenmiştir. Araştırmada elde edilen sonuçlara göre, sorgulayıcıaraştırma tabanlı öğrenme modelinin 5.sınıf Sosyal Bilgiler Dersini "Öğretmen Kılavuz Kitabı"ndaki etkinlik ve yöntemlere göre işlemenin, öğrencilerin akademik başarı ve öğrenmede kalıcılık düzeyleri üzerinde yüksek derecede anlamlı bir etkisinin olduğu ve önemli katkılar sağladığı görülmüştür. Bu noktada yapılandırmacı Sosyal bilgiler dersi sınıflarında sorgulayıcı-araştırma tabanlı öğrenme modelinin kullanımı; öğrencileri çevrelerindeki dünya hakkında sorular sormaya, kendi sorularını cevaplamak için bilgiler toplamaya, sahip olduğu ön bilgi ve becerilerle topladığı bu bilgileri yorumlamaya ve kendi bulguları hakkında çıkarımda bulunmaya teşvik edebilir
The purpose of this research is to determine the effects of inquirybased learning model on students’ academic achievement and learning retention on teaching Social Studies course. The research has been aimed to provide students with rich connections with real-world scenarios outside of the classroom, that extend their knowledge and use of their high-level thinking skills through the teaching of an inquirybased learning model on Social Studies courses. Pretest/posttest control group quasi-experimental research design was used in the research. The experimental application of the study has been carried out with unit of “Our Product” within the theme “Production, Distribution and Consumption” of Social Studies Course. The research was carried out the 5th grade students at Mahmut Kemal Yanbeğ Middle School in Bayburt, Turkey during the spring semester of 2012-2013 school years. During five weeks (15 hours), the subjects of the “Our Products” unit have been thought with the experimental group through activities in parallel with the Stripling inquiry-based learning model; in the control group, it was used as required by the current 5th grade Social Studies Teacher Guide Textbook with methods and activities in the same unit. According to the results; it has been seen that Stripling inquiry-based learning model, when compared with the control group to whom the teaching activities and methods mentioned in the 5th grade Social Studies Teacher Guide Textbook have been applied, not only has a high-level meaningful effect on academic achievement and the retention of learning; but also contributes considerably to these dependent variables. At this point, the use of inquiry-based learning model in the constructivist Social Studies course classrooms encourages students to ask more questions about the world in their own environment, collect information to answer their own questions, interpret them using their prior knowledge and skills, and make an inference the results of about their findings
The purpose of this research is to determine the effects of inquirybased learning model on students’ academic achievement and learning retention on teaching Social Studies course. The research has been aimed to provide students with rich connections with real-world scenarios outside of the classroom, that extend their knowledge and use of their high-level thinking skills through the teaching of an inquirybased learning model on Social Studies courses. Pretest/posttest control group quasi-experimental research design was used in the research. The experimental application of the study has been carried out with unit of “Our Product” within the theme “Production, Distribution and Consumption” of Social Studies Course. The research was carried out the 5th grade students at Mahmut Kemal Yanbeğ Middle School in Bayburt, Turkey during the spring semester of 2012-2013 school years. During five weeks (15 hours), the subjects of the “Our Products” unit have been thought with the experimental group through activities in parallel with the Stripling inquiry-based learning model; in the control group, it was used as required by the current 5th grade Social Studies Teacher Guide Textbook with methods and activities in the same unit. According to the results; it has been seen that Stripling inquiry-based learning model, when compared with the control group to whom the teaching activities and methods mentioned in the 5th grade Social Studies Teacher Guide Textbook have been applied, not only has a high-level meaningful effect on academic achievement and the retention of learning; but also contributes considerably to these dependent variables. At this point, the use of inquiry-based learning model in the constructivist Social Studies course classrooms encourages students to ask more questions about the world in their own environment, collect information to answer their own questions, interpret them using their prior knowledge and skills, and make an inference the results of about their findings
Açıklama
Anahtar Kelimeler
Kaynak
Turkish Studies (Elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
12
